A Quick-Study Program TEST Book 6 READY LONGER READING PASSAGES READY Reviews Key Concepts in Reading Comprehension Provides Practice Answering a Variety of Comprehension Questions Develops Test-Taking Skills Improves Reading Comprehension Assessment Scores Name: CURRICULUM ASSOCIATES, Inc.
For the Student TEST READY Reading Longer Passages is a review program that provides practice in test-taking skills in reading, writing, and language arts. Your teacher will provide you with directions for doing the lessons and recording the answers. Your teacher will also tell you when to begin work on each lesson part and when to stop. It is important that you read and follow all directions. When the directions tell you to STOP, go no further. Wait for your teacher to tell you what to do. While you work on the TEST READY Reading Longer Passages lessons, use the Testing Tips below. Read these helpful tips carefully. They can make you a better test taker. After the Pretest, Lessons 1 through 6, and the Practice Test, correct and discuss your responses with your teacher. Then record your results on the Student Performance Chart on the inside back cover of this book. Your teacher will show you how to determine percentages if you need help. You will not record results for Question 16 in Lessons 1 through 6, the Pretest, and the Practice Test. Your teacher will record results on your Answer Form and the Teacher Assessment Chart on the inside back cover of this book. Testing Tips for Answering Multiple-Choice Questions Read each question carefully before you try to answer it. Be sure you know what the question is asking you to do. Cross out any answer choices that are not reasonable. Then make your choice from the remaining choices. Read the question again. Make sure your answer makes sense. Testing Tips for Answering Open-ended Questions Read each question carefully before you try to answer it. Be sure you know what the question is asking you to do. Read the question again. Make sure your answer makes sense. Write your answer clearly. Be sure your teacher will be able to read your work. Proofread your work. Make any necessary corrections. This TEST READY Reading Longer Passages book was prepared for students by Deborah Adcock. Illustrated by Pat Lucas Photo Credits: Pages 22 and 32, 2001 arttoday.com Reorder No. CA8695 Single ISBN 0-7609-1885-6 Illustration Credits: Pages 18, 26, 27, 2002 Curriculum Associates, Inc. 28, and 33, 2001 arttoday.com North Billerica, MA 01862 Phone: 800 225-0248 (U.S. & Canada) Fax: 800 366-1158 (U.S. & Canada) E-mail: cainfo@curriculumassociates.com Web: www.curriculumassociates.com No part of this book may be reproduced by any means without written permission from the publisher. All Rights Reserved. Printed in USA. Quick-Study and TEST READY Trademarks of CURRICULUM ASSOCIATES, Inc. 15 14 13 12 11 10 9 8 7 6 5 1
Part One Reading and Comprehension LESSON Here is an article about American Sign Language. Following the article is a selection from a magazine article about a man who began the first school for deaf children. Read both passages. Then do Numbers 1 through 15. Show and Tell American Sign Language, often called Ameslan or ASL, is used by most hearing impaired, or deaf, people in the United States and Canada. Besides ASL, there are more than fifty native sign languages used throughout the world today. They include Mayan Sign, British Sign, Israeli Sign, and Chinese Sign. Like spoken languages, sign languages are different from each other. But all sign languages are visual, or based on sight. They are not oral, or based on speech sounds. Sign languages have four main visual parts that work together to express meaning. The first part is the shape made by the hands. The second part is movement. Moving the body or hands affects the meaning of the shape. Suppose someone is telling about catching a bus. The speed of the movement tells whether that person walked or ran. The third part is the place where the sign is made. To make the sign for father, the thumb touches the forehead. The sign for mother is the same, but the thumb touches the chin. The fourth part is the direction the hands face: palm out, palm in, palm up, palm down. Other visual clues, such as the expression on a person s face or the way a person is standing, can change a sign s meaning. For example, a change in a smile can show whether a signer is happy, very happy, or overjoyed. Raising the eyebrows can mark a question. 3 11 Go on to next page
Sign Language Manual Alphabet a b c d e f g h i j k l m n o p q r s t u v w x y z In sign languages, the visual parts are combined in different ways to create signs. These signs stand for things, actions, feelings, and ideas. ASL has about 4,000 different signs. Like spoken languages, sign languages cannot be translated word-for-word. For example, one English word may be represented by a series of signs in ASL. Or several English words may be represented by a single ASL sign. Some words common in English, such as a, an, and the, do not exist in ASL. The signs are arranged according to sign-language grammar. In ASL, the most important word or idea is signed first. Sign languages develop naturally when people with a common culture and common needs want to communicate with each other. Babies who observe signing will begin to babble in sign language. Young children play games of pretend using sign language. People who practice sign language on a regular basis often speak to themselves and dream in sign language. Any form of sign language can make use of finger spelling. Finger spelling is done with a set of hand shapes that stand for letters of the alphabet. In ASL, the letter signs are made with one hand. Signers would rarely, if ever, spell out all the words they are signing. That would be as awkward and slow as verbal speakers spelling each spoken word. However, American Sign Language does not have signs for proper names. So signers may use the alphabet to spell these. Also, sign languages often borrow new words from other languages. Signers may spell new words using finger spelling. Signers are closely linked to each other, perhaps more than to speaking people in their own communities. Signers share points of view, values, needs, and problems, as well as languages. 12 Go on to next page
Hartford, Connecticut, 1814 Thomas Gallaudet noticed a young girl standing alone while other children around her played. Thomas had been away for some time so he was not familiar with the neighborhood children. Thomas asked his brother Teddy about the young girl. She s Alice, the Cogswell s daughter. She s nine years old. But why doesn t she join in with the other children, inquired Thomas. I guess she can t. Alice is deaf, explained Teddy. Thomas walked over to the little girl and smiled at her. He spoke to her, but he could see that she did not understand a word he said. Thomas took a stick and scratched the letters H-A-T in the sand. He then took off his hat and gave it to Alice. Alice looked at his letters, but they held no meaning for her. Thomas wrote the letters again, then pointed to the hat in Alice s hand. Thomas did this over and over again. Suddenly, Alice nodded. The next time Gallaudet wrote H-A-T, Alice quickly pointed to the hat. Gallaudet offered Alice a stick, and then a stone, but each time Alice shook her head. She knew that H-A-T meant only one thing. Thomas noticed that Alice had become suddenly serious. She looked directly at Thomas and then pointed to herself. Thomas understood. Alice wanted to know her own name. Thomas took the stick and wrote A-L-I-C-E in big letters in the sand. Alice then took the stick from him so that she could practice writing her name herself. When Alice s father returned home, she was eager for him to meet her new friend. Thomas knew Dr. Cogswell, and they shook hands. Watch what Alice can do, said Thomas. He then gave Alice his hat. Alice held the hat, and then took her writing stick and scratched the letters H-A-T in the sand. Dr. Cogswell was amazed. He bent down to give his daughter a hug, but she quickly wriggled away. She wanted to show her father one more word: A-L-I-C-E. Dr. Cogswell was close to tears. With Dr. Cogswell s encouragement, Thomas Gallaudet went to Europe to learn different methods of teaching deaf children. Five years later he returned to Connecticut to begin the American School for the Deaf. Alice Cogswell was among the first students to enroll. Gallaudet s son, Edward, later helped start the world s first college for deaf students, Gallaudet University, in Washington, D.C. 13 Go on to next page
1. What is the main topic of paragraph two on page 11? the way in which American Sign Language was developed the difference between visual language and spoken language how the many forms of sign language differ from spoken language what form of sign language is used in the United States and Canada 2. Which of these is true for all sign languages? They are visual. They have about 4,000 signs. They contain the same kinds of signs. They are based on speech sounds. 3. The first passage says that signers share points of view, values, and needs. Points of view are similar to facts. explanations. opinions. suggestions. 4. Which of these is not one of the four main visual parts of sign language? the expression of a person s face the shape made by the hands movement of the body or hands where on the body the sign is made 6. Which of these would have the greatest effect on the signed message, I visited my friend in the hospital today? how the person is standing in what direction the person s palms face what form of sign language the person is using the signer s facial expression 7. Sign languages cannot be translated word for word. Which of these is the best definition of the word translated? changed into another form substituted one thing for another put into a different language moved from one place or condition to another 8. Suppose someone is using ASL to describe a plane that has taken off. Which of these would probably be true? The person s eyebrows would be raised during the description. Some of the person s hand movements would be very fast. Most of the person s hand movements would be slow. The person would change facial expressions many times during the description. 5. You can tell that the word oral means that which can be seen. able to communicate. that which is thought or ideas. uttered by the mouth; spoken. 9. Look at the Manual Alphabet on page 12. Which of these shows how to finger-spell the word hat? 14 Go on to next page
10. Predict what would happen over time among a small community that communicated only by using ASL. They would be unable to communicate with anyone outside the group. They would begin to forget any spoken language that they had known. They would discard ASL and develop a language of their own. They would begin to see signs rather than pictures when thinking about an event. 11. Which idea from the first passage supports your answer to Number 10?... do not exist in ASL.... speak to themselves and dream...... languages develop naturally...... to sign-language grammar. 12. For which situation would a signer probably use the manual alphabet? to point out someone s mother to describe an office building to ask someone to sit down to introduce a person by name Think about the selection from the magazine. Then do Numbers 13 through 15. 13. After Alice showed her father how to spell her name, he bent down to hug her. almost cried. went to Europe. thanked Thomas. 14. What statement is probably true? Alice helped Thomas begin the first American school. Without Alice, there would never have been a school for deaf children. Teaching methods learned in Europe were not easily applied in America. If Thomas had not met Alice, progress in education for deaf children in America might have been slower. 15. What statement best summarizes the magazine selection? A deaf girl hesitates to join in with hearing neighbors. A man devises a new alphabet to help deaf children. A young girl inspires a man to improve education for deaf children. A doctor asks his neighbor to help his deaf child learn to communicate. STOP Part Two Writing 16. Think about the two passages you have read and why each passage was written. On the lines below, describe each author s purpose for writing the passages. STOP 15